Humanizing and Contextualizing the Social Studies: Historical Fiction in Elementary
School Classrooms
By
Kelsey Kearns
A research paper submitted in conformity with the requirements
Department of Curriculum, Teaching and Learning
Ontario Institute for Studies in Education of the University of Toronto
For the degree of Master of Teaching
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Abstract
Educational pedagogy is aimed at bettering classroom experiences for both teachers and
students alike. Social studies such as history and geography are traditionally approached by
educators as being fact-based and as such, so are their teachings. This research project sheds
light on the notion of using historical fiction picture books and novels to bring to life elements of
social studies that are often overlooked. This paper will highlight the importance of engaging
students in their learning through a series of understandable and relatable characters that are
found within the pages of historical fiction books.
Key words: social studies, literature, historical fiction, student success
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Acknowledgements
I wish to acknowledge and thank my research professors, Hilary Inwood and Ken
McNeilly for providing me with the confidence and ability to move forward with my research.
Their undivided support and encouragement has allowed this project to become one of the purest
reflections of myself as an educator.
I would like to thank my parents, who have also unknowingly inspired me to continue
along my path regardless of how difficult it can be.
I would also like to acknowledge and thank my three participants who took time out of
their busy schedules to work with me and help me to create this project.
Lastly, I would like to say the biggest thank you of all to the members of my cohort here
at OISE. Together we learned, we laughed, we cried and most of all, we succeeded. I can do
nothing but wish them each the best of luck in the future and to thank them for helping me to
create mine.
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Table of Contents Page
Abstract 2 Acknowledgements 3 Chapter 1: Introduction
1.0 Introduction to the Research Study 7
1.1 Purpose of the Study 8
1.2 Research Questions 9
1.3 Background of the Researcher 10
1.4 Overview 13 Chapter 2: Literature Review
2.0 Purpose of the Study 14
2.1 Introduction to the Chapter 14
2.2 Humanization of Social Studies 15
2.3 Students Ability to Relate to Content 17
2.4 American Influences on Canadian Literature 18
2.5 Student Centered Learning 19
2.6 Teacher Roles in Using Historical Fiction 20 2.7 Connecting Social Studies and Literature 22 2.8 Conclusion 23
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Chapter 3: Research Methodology
3.0 Introduction 24
3.1 Research Approach and Procedures 24
3.2 Instruments of Data Collection 25
3.3 Participants 26 3.3.1 Sampling Criteria 26
3.3.2 Participant Recruitment/Procedures 27
3.3.3 Participant Biographies 28
3.4 Data Analysis 29
3.5 Ethical Review Procedures 30
3.6 Methodological limitations and Strengths 31
3.7 Conclusion 32
Chapter 4: Research Findings
4.0 Introduction 33
4.1 Generating Student Interest using a Variety of Instructional Strategies 34
4.1.1 The Need for Emotional Pedagogy 35
4.2 Technology in the Classroom: 21st Century Learning 36
4.2.1 Historical Fiction and Media: Bridging the Gap 37
4.3 Developing Critical Thinking Skills in Elementary Schools 38 4.3.1 Connections between Past and Present 38 4.4 Cross Curricular Connections in Social Studies 40
4.4.1 Unpacking Historical Fiction within Traditional Fiction 40
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4.5 Conclusion 42 Chapter 5: Implications
5.0 Introduction 45
5.1 Overview of key findings and their significance 46
5.2 Implications 47
5.2.1 Broad: The Educational Research Community 47
5.2.2 Narrow: Your Professional Identity and Practice 48
5.3 Recommendations 48
5.4 Areas for further research 50
5.5 Concluding Comments 51 References 53 Appendix A: Letter of Consent 56
Appendix B: Interview Questions 58
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Chapter 1: INTRODUCTION
1.0 Introduction to the Research Study
When Canadians think of the Hudson’s Bay Company, most will picture a department
store filled with clothing, shoes, accessories, home furnishings and so on. Few will remember
that the Hudson’s Bay Company was the first chartered trading post in Canada, which allowed
our new society to grow and develop into one of the leading global superpowers. The reason for
this is the lack of contextualization of Canadian and global history in our classrooms. The
complexity of social studies generally creates learning barriers for students that are often
disconnected from the material that they are learning. Consequently, many students lack a
deepened understanding of history.
The incorporation of historical fiction into the teaching of elementary school social
studies is a growing phenomenon in education, as highlighted in chapter two. Using alternative
methods of teaching social studies, such as the use of historical fiction, can emphasize the cross-
curricular elements of studying history that is often overlooked. For instance, recent studies have
shown that the two fold effect of using historical fiction can not only bring to light social studies
concepts but allow students to see and understand the consequences of human actions through
literary analysis (Nawrott, 1996). Using multidimensional methods of instruction is a beneficial
approach that can encourage students to become successful learners through the development of
critical thinking strategies. The issue of students feeling disconnected from the learning of social
studies is nothing new. However, the integration of non-traditional teaching methods such as re-
enactments, plays, narratives and the use of historical fiction have begun to rise in popularity due
to their success within the classroom (Dunn, 2000).
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1.1 Purpose of the Study
The purpose of this study is to examine and understand the complexity of teaching social
studies and bring to light new and innovative ways of improving the learning of students in this
area. Various studies have determined what happens when students cannot personally or
emotionally relate to a subject, typically it gets forgotten and is replaced with something
relevant, recurring or more interesting (Bilof, 1996). According to Dunn (2000), it is the role of
educators to provide students with the tools to make social studies engaging, interactive and most
of all relatable. The diversity of Canadian geography and history needs to be remembered and
celebrated and therefore it is essential that students can connect to the subjects that they are
learning in school. In this sense, this study is to analyze and interpret the uses of historical fiction
and the potential benefits is can create for students, such as a deepened understanding of social
studies.
The overall Canadian social studies curriculum places emphasis on each grade level to be
able to inquire, understand and relate all subject matter to the required ‘big idea’. The big ideas
discussed within the curriculum range from understanding local communities, global nations and
world history, as well as first settler and aboriginal culture in Canada. Possession of the abilities
to contextualize information, to form theories and to analyze facts is necessary for student
success both inside and outside of the classroom.
In order to facilitate this type of learning, Gibson and Tranter (1998) argue that
approaching these new teaching strategies as co-teaching opportunities is a way in which
educators can collaborate to create new classroom environments for students that may not have
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been utilized before. Sharing the workload with co-workers, as stated by Waters (1999) is
something that most teachers should be striving for regardless of the subject at hand. There are
many possible ways in which teachers can use historical fiction in their classes, however, giving
teachers the tools, resources and professional development needed to make these important shifts
in social studies learning is the first step to making changes. Too often we suggest improvements
that should be made to better the learning of students which are rarely followed up with tangible
and useful means. Therefore by engaging educators in a conversation about the gaps between
curriculum instruction and student success in social studies, I hope to better understand how
historical fiction potentially improve classroom dynamics and enrich student learning by
humanizing the events being studied.
1.2 Research Questions
To examine and understand the benefits of using historical fiction as an effective teaching
tool for social studies at the elementary level, we must first ask the key question: Does the use of
historical fiction influence student understanding of the social studies curriculum?
In order to successfully answer this question, I will be focusing on the perspectives of
elementary school teachers and their current and past experiences teaching social studies. With
the establishment of this main question, as a researcher seeking to understand the details of this
study, other questions come to mind to provide depth into this subject. For instance, how does
historical fiction enhance student’s personal connections to the subject matter? What cross -
curricular connections might historical fiction generate? How does the instruction of historical
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fiction differ from that of traditional fiction? What is the instructional approach most commonly
used by educators to teach the current social studies curriculum in elementary schools?
These questions provide context into the main issue at hand, which is enhancing and
enriching student learning by incorporating historical fiction into elementary school social
studies classrooms.
1.3 Background of the Researcher
I attended high school in the province of Quebec. Quebec’s Ministry of Education
requires all grade ten students to take a standardized provincial history test. This test is a
graduation requirement and is comprised of multiple choice and short answer questions. I studied
for two months for this exam and was surprised to receive 100%. This test made me see history
in a different way; I was excited and motivated to continue learning about national and global
history. The following year, I was placed into an enriched history and English class called Fact
and Fiction. During the history part of the class, we looked at historical timelines, facts, concepts
and more, whereas in the fiction component of the course, we did novel studies on books that
were historically based and relevant to the Quebec curriculum. This class was small and very
personalized, and although the historical component was mostly memorization, the language
element was much more than that. Thriving in this environment was yet another encouragement
for me to pursue my post-secondary education in History.
I began my undergraduate career shortly after this class and quickly went from an A
average to a C average. The realization that the intimacy of my high school class was not part o f
my undergrad and that the study of history required much more than rote memorization, left me
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shocked. Unfortunately, I struggled for almost three years with the critical analysis of themes,
events and concepts in my undergrad. I was frustrated that the dream I had about becoming a
history teacher was neither what I had expected nor what I had prepared for. Unsurprisingly, I
had developed a negative stance against learning history and my grades had suffered because of
it.
Thankfully, I began reading a historical fiction novel about Stalin’s regime in my spare
time and my opinion about history began to change once again. Not only was I enthralled by this
book but suddenly so many of the historical concepts I had struggled to understand made sense,
this was a moment of clarity for me because everything I had been learning came together and
clicked into place. The way this novel had humanized the struggles of the people of Soviet
Russia was the first time that history made sense to me since high school on a personal and
emotional level. My passion for history has since been reignited as I have continued with my
education and have begun to develop my own teaching philosophy as well.
Theories about why students struggle with understanding and retaining the information in
social studies began to develop and I realized that incorporating historical fiction into classroom
instruction may deepen and enrich students learning. By altering social studies instruction to
reflect real life stories may help students to achieve their maximum potential while also fostering
critical thinking skills.
The axiological philosophical belief, according to Creswell (2013), places emphasis on
predetermined values and understands the relationship that creates between the data and the
researcher, as well as amongst the participants of the study. The past experiences I have had in
the field of social studies, as well as education, place me, as a researcher as part of the
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axiological philosophical belief. The set value that education should be rich in experience and
contextualized learning will undoubtedly frame my research narrative. Furthermore, the balance
between my values, as well as the values of the participants of this study, combined with my
interest in seeking the outcome of my research questions create a pragmatic interpretive
framework for my study. To efficiently study the potential value of historical fiction in the
classroom, I will look to two main qualitative methods of obtaining data including interviews
and study based research to formulate and support my theories regarding the benefits of using
historical fiction in the social studies at the elementary school level.
In my opinion, the most effective way to approach this study would be to pursue my
research as a case study. A case study will allow me to effectively analyze and familiarize myself
with the complexity of this social studies education issue through a small number of participants
that are studied at great detail, hence providing me with thorough information that I can use to
highlight theories and ideas related to my research (Stake 1995). As a researcher it is my goal to
understand the relationship between social studies and the people who are involved in its
implementation. It is with that understanding that I can aim to bridge the gap between learner
interest and engagement in the social studies curriculum. Although, according to Stake, case
studies are typical small in number the amount of in depth information provided by the
participants allows researchers to truly invest themselves in the project on a personal level. I feel
that with a case study, I will achieve the most understanding as to how educators feel about the
use of historical fiction in their classrooms as well as how engaging students in the humanization
of history could prove to be beneficial.
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According to Yin (1989), a case study provides the researcher with context for a real-life
phenomenon after asking the how and why of social studies and historical fiction based lessons.
My pragmatic approach combined with my passion and investment into the betterment of student
achievement in the social studies at the elementary school level, will foster the continued
development of early age critical thinking through the use of historical fiction.
1.4 Overview
Chapter 1 includes the introduction and purpose of the study, the research questions, as
well as how I came to be involved in this topic and study. Chapter 2 contains a review of the
literature. Chapter 3 provides the methodology and procedure used in this study including
information about the sample participants and data collection instruments. Chapter 4 identifies
the participants in the study and describes the data as it addresses the research question. Chapter
5 includes limitations of the study, conclusions, recommendations for practice, and further
reading and study. References and a list of appendixes follow at the end.
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Chapter 2: Literature Review
2.0 Purpose of the Study
The purpose of this study is to examine and understand the benefits of using historical
fiction as an effective teaching tool for social studies at the elementary level. Furthermore, this
study aims to answer the question of whether or not the use of historical fiction influences
student understanding of the social studies curriculum.
2.1 Introduction
The theories that support the use of historical fiction to build and develop a historical
narrative within a classroom are continuously growing and gaining ground in the field of social
studies research. It is recognizable and arguable that humanizing history through stories and
narratives create longer lasting impressions on students on both a personal and academic level.
Researchers such as Nawrot (1996), Dunn (2000) and Pantaleo (2000) and many more have
theorized the benefits of using historical fiction to increase student success within the social
studies. Education is about creating a learning space for students to expand their knowledge,
while also simultaneously building life skills such as critical thinking. It is my belief that the
incorporation of historical fiction within a social studies classroom at the primary level will merit
higher student success. However, despite the continued development of research supporting non-
traditional teaching strategies in the social studies, this theory is still limited.
Existing research presents a strong case in favour of using non-traditional social studies
teaching methods. However, many articles are abstract in their arguments and have little to no
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substantial data to support the idea of implementing historical fiction into a social studies
classroom. The seeming cause for the lack of research and development of data is the fact that
these theories are still emerging and gaining ground in their respective fields. Although the
concept of using historical fiction as a tool for teaching social studies is not new, educators
across the globe are only now beginning to report on the successes and failures of this new age
approach. It is also critical to mention the ever-growing database of children’s books that address
a number of contemporary social studies issues (Pantaleo, 2002). According to Pantaleo,
children’s books have a larger variance of topics now than even just 10 years ago, allowing
teachers to select picture books or novels that expand on their own ideas within the classroom.
The combination of an increase in available texts, recent publications as well as a modernization
of the curriculum for social studies has helped to broaden the teaching scope for many educators.
This also allows students to benefit from a cross curricular pedagogy, resulting in stronger
retention of information, a better understanding of abstract concepts, and an overall increase in
motivation amongst students at the primary level.
2.2 The Humanization of Social Studies
The humanization of the social studies through historical fiction and narratives provide
readers with context into the lives of the characters as well as providing them with real life,
tangible facts. Arguments in favour of the humanization of social studies link the integration of
this strategy with the overall student success (Wheeler, 1971). Traditional teaching methods in
typical social studies environments can often place more emphasis on abstract ideas without
concrete activities that bridge the gap between theory and practice (Swan, Hofer & Locascio,
2007). An article published in 1996 by Kathy Nawrot argues that students recalled 60% more
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information when they were taught using historical fiction rather than traditional texts.
Therefore, it is arguable that a gap exists between the information presented in textbooks and the
type of information that is real and applicable to student’s lives. The effect of humanizing social
studies by using historical fiction is twofold. In one respect, students will learn more
academically and be more engaged with the material, but in another respect, they will also begin
to develop non-academic related skills, such as compassion and empathy.
It is through the humanization of historical content that teachers can aim to bring these
stories to life within the classroom (Waters, 1999). Researchers (Wheeler, 1971) argue that by
studying the lives of a character, students will be able to feel and experience the same emotions
as the people in the stories. This type of learning not only integrates literary techniques, such as
“text to self analysis”, but also awakens students’ sense of responsibility and morality within a
larger global context (Nawrot, 1996, Fuhler, 1991). Teaching social studies can be challenging
for a number of reasons. Teachers with strong philosophical beliefs regarding traditionally
marginalized societies may find elements of the mandated curriculum to be difficult to
implement. In Canada, many educators believe that there needs to be more Aboriginal content in
the teaching of social studies. Tarc (2011) argues that historical fiction has the ability to connect
marginalized societies, such as Aboriginals, into relevant and current classroom discussions.
Gibson and Tranter (1998) link the need of cross curricular teaching, such as bringing together
social studies and language, back to the philosophy of educational reformist John Dewey, who
theorized that segregating subjects is not beneficial to students due to the argument that the
learning of each subject happens simultaneously.
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2.3 Students Ability to Relate to Content
Finding social studies material to teach primary students that is relatable and grounded in
academic content can be a difficult task for most teachers. However, recent studies have begun to
recognize the need for these tools within the classroom, particularly at the elementary level
(Waters, 1999). Using literature to aid in the teaching of new concepts makes content more
relevant to the lives and needs of students, regardless of abilities (Waters). Sparking an interest
in any given topic requires the students to sense familiarity within the subject, which can be done
through picture books, short stories, and novels as well as videos, dramatizations and role
playing activities (Flaim & Chiado, 1994). The relatability of the social studies content has a
major influence on students’ learning and achievement in the classroom. Waters argues that
creating and implementing relatable content facilitates the learning of abstract social studies
concepts, while also engaging students on an emotional level. One author, Sandman (2004),
argues that using contemporary books to teach social studies is an excellent way to create a sense
of understanding and accountability to a young audience. Books about current war torn countries
are often more relevant to modern students as they discuss current day issues both at home and
abroad. Part of creating a relatable lesson or unit within the social studies curriculum is, as
discussed by Rycik and Rosler (2009), through connecting students’ emotions to the content.
Creating an environment in which students are invested in the wellbeing of the characters they
are studying can change classroom dynamic and motivation, resulting in a better outcome for
both students and teachers. This argument is further explained by Fulhers’ (1991) discussion of
how historical narratives cultivate a sense of welcoming and belonging of the reader into a
different global perspective. Making connections to times and places are the essence of learning
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social studies and how we, as educators, can achieve this is through the incorporation and
support of historical fiction within the classroom (Flaim & Chiado).
2.4 American Influences on Canadian Literature
Although incorporating historical fiction into social studies instruction may be a
favourable strategy, it undoubtedly requires a significant amount of research by educators in
order to ensure that only books of superior quality are being used within the classroom. With
regards to current studies and literature, there are few resources available to teachers in the
Canadian context. Many articles found in my own literature review, focus on elements of social
studies that are inconsequential to primary students in Canada due to their American basis. Each
mandated provincial curriculum requires educators to cover a variety of subjects that are vital to
Canadian history and geography, in addition to global issues. Each article I came across in my
review of the literature, graciously lists teacher resources at the end of their study or argument.
However, few of these resources are useful for Canadian teachers because they do not
necessarily connect to the topics found within a Canadian classroom. Therefore, the majority of
the academic literature regarding the use of historical fiction is limiting to Canadian teachers.
Therefore, Canadian teachers can only use this research to evaluate and understand theoretical
ideas and concepts behind each study. Without providing tangible resources that could support
Canadian teachers in beginning to integrate non-traditional teaching methods, such as the use of
literary novel studies on historical fiction books, educators and students alike are found at a
disadvantage.
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2.5 Student Centered Learning
A growing phenomenon in current teaching practices is the concept of student centered
learning. This strategy stems from Vygotsky’s socialization theory, in which students learn best
when socializing either formally or informally with one another (Chick, 2006). This type of
learning is driven by student motivation with regards to any given subject. In the social studies,
students will inquire and engage with a topic depending on its relatability to themselves, as well
as by their genuine interest in the subject. It is an educator’s job to facilitate this type of learning
by providing background knowledge and context of the subject matter, while also ensuring that a
variety of learning tools, such as historical fiction, are available to students (Chick). Thomas
(2011) furthers this argument by explaining that with the use of literacy instruction, educators are
also contributing to inquiry based learning, a type of learning in which students possess the tools
to further investigate a topic. Ideally, all classrooms should engage students in this manner,
regardless of the subject; however, social studies classrooms can benefit greatly by this inquiry
based learning approach. In a case study done by Dunn (2000), one teacher created a special
interest project in which students would pick their area of interest and throughout the year,
research and develop their topic using the lens of that particular social studies unit. This type of
activity combines student centered learning as well as inquiry based learning, both of which are
supported even further by historical fiction novel study. Dunn regards the culmination of each of
these instructional strategies to be a turning point for students with regards to their overall
engagement in social studies. Unfortunately, this particular case was done in the United States
with a junior high school grade and is therefore not directly related to Canadian elementary
schools. However, it is not impossible to imagine a way in which these ideas and concepts may
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be applied in a manner that is more relatable to the Canadian primary teacher. Wright (1998)
argues that student collaboration can be also be a bridge point between various opinions amongst
students, and therefore aid in the establishment of unbiased perceptions and ways of thinking.
These critical skills are not only applicable to a social studies classroom, but can be beneficial
for students in a cross-curricular sense as well. Social studies classrooms that incorporate
historical fiction have a varied number of potential learning activities that can be used to
generate genuine interest as well as natural inquiry into an assortment of learned topics.
2.6 Teacher Roles in Using Historical Fiction
Many researchers and educators have asked the question “how do I use this strategy in
my classroom?” There are many ways in which non-traditional teaching methods can be used in
the context of social studies instruction in the classroom. For instance, Thomas (2011) discussed
the importance of co-teaching, both within the same grade as well as with higher grades. Co-
teaching, according to Thomas, is working with colleagues to create effective lesson and unit
plans that are centered on student success. It is his argument that teachers need to know what
other teachers, both at the same grade level and not, are doing in order to avoid duplicate lessons
and to ensure students are meeting the required level of knowledge by the end of their grade. In
regards to obtaining resources, especially those related to Canadian historical fiction and
narratives, Waters (1999) suggests that fellow colleagues are essential to obtaining quality
historical fiction resources. Furthermore, Thomas argues that school administration should also
be on the same page as teachers when it comes to incorporating non-traditional methods. This
ensures that the path to classroom and student success is clear and unobstructed, therefore
allowing teachers to become creative in their instructional strategies.
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With the establishment of a classroom that is student centered and inquiry based, teachers
must ensure that they have adequate knowledge of the topic they are teaching (Thomas, 2011). It
is arguable, according to Thomas, that with proper training of teacher candidates, classrooms will
continue to shift towards a new paradigm that supports literature based social studies learning.
This shift in learning environments will also allow teachers to differentiate lessons for students
of different abilities with greater ease due to a larger number of historical fiction publications
that vary in reading ability (Williams et al., 2014). This technique will allow lower level and
higher-level students to partake in the same lesson as their peers without much additional
planning from the teacher.
Teachers play a crucial role in the success or failure of a new strategy, Williams et al.
(2014) argues that often times, the historical fiction books that are selected by the teacher for a
unit or lesson are more vital than the actual lesson activities themselves. Students need to engage
with the text first before any other learning and inquiry can occur (Youngs, 2012). Teachers who
are willing to establish trust and security in their classrooms will also find that their students will
be more engaged and willing to learn more about social studies (Nawrot, 1996). This level of
comfort and trust, as explained by Youngs, allow for a free flowing discussion between students
and teachers with regards to various text interpretations and understandings. Ultimately, in order
for the incorporation of historical fiction based classrooms to be successful, educators must have
a grounded understanding of the concept, as well as administrative and collegial support for their
non-traditional strategies (Dunn, 2000).
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2.7 Connecting Social Studies and Literature
Literacy instruction has a number of techniques that can also be applied to a social
studies classroom. For instance, reading for meaning and reading for understanding are important
concepts within a literary classroom. Educators require students to read a text and then analyse a
character’s thoughts or actions. According to Youngs (2012), the same can and should be done
when looking at historical picture books, narratives or novels. This cross-curricular way of
instructing social studies is beneficial to the growth of a student’s ability to think critically about
a text and to dissect the words in order to obtain meaning (Sandmann, 2004). Through the lens of
social studies, students using texts to deepen their understanding of abstract concepts can do so
by reading about a relatable character in a setting that is engaging yet central to the learning of a
social studies topic. Literature circles, novel studies and analysis of visual images are all
elements of literature that can be used to further the teaching of social studies in a manner that is
most beneficial for students (Youngs).
With regards to developing critical thinking skills in students when reading a novel or
short story, educators must also be mindful of the fictional aspect of historical fiction. Rysick
and Rosler (2009) explain that by unintentionally over-emphasising on the historical elements of
fiction books and disregarding the fictitious features, student may misinterpret the message and
overall value of the novel. While it is important to take a critical stance with these books, it is
also important not to focus entirely on the literary elements of a novel as it will impede the
overall historical message of the book or story (Bilof, 1996).
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2.8 Conclusion
Overall, the literature surrounding the use of historical fiction in the classrooms has
shown the tremendous development of this topic over the last 20 years. The expansion of the
social studies to include cross-curricular elements such as fiction and nonfiction literature is
representative of a changing paradigm. This new age of social studies is more student-centered
and focused on the acquisition of knowledge, while also developing important learning skills.
However, there are undoubtedly areas of this literature that need further development. For
instance, there is a tremendous lack of resources, articles and studies in Canadian contexts.
Current research is based entirely out of the United States and is largely about junior and senior
high school levels. This may be because elementary leveled curriculum is more focused on
establishing the fundamentals of learning with regards to each subject, whereas high school is
seemingly more centered on incorporating critical thought within the school context. Historical
fiction is a relatively new topic that seems to only be beginning to gain ground in the realm of
education. Therefore, the establishment of a clearly defined and commonly agreed upon stance
with regards to the use of historical fiction would create stability amongst educators, resulting in
greater clarity when introducing it into the classroom. My goal is to shed light on this
contemporary social studies issue in a more Canadian context by talking to current and past
classroom teachers about their experiences with using alternative methods for teaching social
studies. Ideally I would like to open this study to the possibility of extending it to include a
classroom case study in which student success is measured before and after the implementation
historical fiction teaching strategies.
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Chapter 3: Research Methodology
3.0 Introduction
In this chapter, I provide a detailed explanation of my research approach as well as
methodology that is related to the continued growth and development of this research study.
Furthermore, I will provide information with regards to data collection and the instruments used
to collect information. Later in this chapter, I will provide critical material regarding participant
criteria, sampling and recruitment procedures to allow for further understanding and context into
the research question. Subsequently this chapter will discuss data analysis and ethical
considerations I have taken into account in order to demonstrate my commitment to this study as
well as its participants. Furthermore, this chapter will go on to highlight both the strengths and
weaknesses of my methodology. Finally the conclusion of this chapter will consist of a brief
summary of all key methodological approaches coupled with my rationale for choosing to pursue
my study in this particular manner.
3.1 Research Approach and Procedures
This research study was conducted using a qualitative approach, which also includes a
detailed literature review as well as data collection done by conducting semi-structured
interviews with professionals in education who have knowledge and understanding of the
Ontario social studies curriculum. The purpose of using a qualitative approach is that it will
provide small scale yet in-depth details regarding the use of historical fiction in elementary
school classrooms. Qualitative research has allowed me to understand and contextualize the
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issues of student engagement and course relatability from the first hand experiences of
professionals in the field (Merriam, 2009)
As discussed by Denscombe (2007), qualitative research has a realm of possibilities and
allows researchers to bring meaning to the data they are collection as well as to examine and
understand various different perspectives related to the research question at hand.
3.2 Instruments of Data Collection
The primary form of data collection for this project was semi-structured interviews. This
semi-structured interview protocol was an effective tool for analyzing and exploring information
provided by participants during the data collection process. Krueger & Casey (2009), mentioned
that semi-structured interviews are effective tools for understanding the real life experiences of
participants while also allowing for continued growth of the research problem as these interviews
are non-restrictive for the research questions.
The semi-structured interview format also provided me with an avenue, to explore
unexpected topics or potential new concepts. For this reason, the selected interview questions
(Appendix B) were be left open ended in order to allow for this potential expansion of the data
collection process.
3.3 Participants
This section provides information related to my process of participant selection and the
establishment the desired sampling criteria for the framework of this study. Addit ionally, I
elaborate on my sampling procedures and participant recruitment and the avenues in which I plan
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to pursue them. I have also included a section in which I will introduce each of my participants
in order to provide context into their involvement in this study.
3.3.1 Sampling Criteria
For the purpose of this study, I looked for specific sampling criteria amongst my
participants:
Participants had to have been working or involved in elementary schools in some respect
for at least two years. Focusing my sampling criteria on educators with at least two years’
experience is critical in allowing me to better understand the data provided by each of the
participants experiences. Likewise, these educators will also have knowledge of both the current
Social Studies curriculum. This criteria could potentially open various realms of questioning and
discussions during the data collection process while providing insight into the ever evolving
social studies curriculum.
Participants had experience teaching the Social Studies curriculum, which is also linked
to their teaching experience. By selecting participants who have used and implemented the
Social Studies curriculum will ensure that they are knowledgeable within my area of research.
Participants had also demonstrated various teaching methods for teaching Social Studies
in their classrooms. This was important to me as a researcher because I wanted to ensure that the
participants in this research study are invested in social studies pedagogy and have shown an
interest in providing continuous learning opportunities for themselves and for their students.
Educators who had different teaching methods provided me with a multitude of perspectives to
examine, thus generating a wealth of data to utilize within my study.
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3.3.2 Sampling Procedures/Recruitment
The purpose of this study is to better understand the dynamic relationship between the
teaching and the learning of elementary school social studies. Therefore, this study looked
closely at educators who specialized or who have developed an interest in the teaching of social
studies. This study also used information provided by educators who are interested in seeing
continued student development in their classroom with the incorporation of non-traditional
teaching strategies.
According to Creswell (2013) purposeful sampling is critical to ensure to success
within a case study. Specifically by focusing on a variety of different cases will provide the
researcher with the ability to describe multiple perspectives.
To recruit participants I capitalized on the professional and academic communities that I
am surrounded by. Using fellow educators, colleagues and other teachers that I have encountered
at professional development conferences, practice teaching blocks and so on opened a vast array
of potential participants for this study.
Through this form of convenience sampling and participant recruitment I was very
strategic in informing participants of everything in order to prevent any potential ethical issues
that may arise within the compounds of this study. For instance, I ensured that each participant is
aware of their right to withdraw participation, even after consent, as well as highlighted the
confidentiality measures that were be taken throughout the duration of the study to ensure
participant anonymity. I also provided my contact information to my colleagues and professional
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relationships rather than asking for potential participant information, therefore removing possible
pressure to participate in the study.
3.3.3 Participant Bios
This section aims to provide details about each of the participants of this study including
their teaching experience and relevance to this study.
Participant 1
This individual has been teaching at the elementary school level in Quebec for the last
sixteen years. She has spent the entirety of this time working at the same elementary school as
where she also did her practice teaching blocks during her teacher education. She specializes in
junior grades with a main focus on social studies and literature. For the purposes of this study,
her pseudonym will be Julie.
Participant 2
The second participant of this study is a recent graduate from a master’s program in
teaching and learning and is also from Quebec. This individual has been working for the last two
years as a long-term replacement in an inner city high school as a history teacher for grades 10
and 11. All references to this individual will be made under the pseudonym John.
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Participant 3
The final participant for this study has had a vast array of teaching experiences. She was
certified by OCT and proceeded to teach in the province of Ontario for ten years at the primary
school level, following which, she moved to Quebec to teach high school English for the last 8
years. Now, this participant is working in China at an international school teaching a wide range
of topics including art, drama, social studies and math. For the duration of this study, this
participant will be referred to as Jolene.
3.4 Data Analysis
The complex process of data analysis took place after conducting the interviews and
involved a series of steps that ultimately allowed me to better understand the data and to further
develop my research and study into the use of historical fiction within the classroom setting.
Following the recorded interviews, I transcribed the data, providing me with raw,
unanalyzed information. I then coded my transcripts using my research question as a tool to help
me sort and contextualize the information. Following this, I created themes and categories to
further sort the information which allowed me to synthesize the data and see the connections and
correlations it has to each other within the greater picture of the research question.
Once the initial themes and categories were identified I aimed to make meaning of them
while also trying to understand their significance by comparing this data to the research of
previous studies within this field. I also looked for themes and topics that did not come up during
the data collection process. This null data, as described by Marshall & Rossman (2010), also
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represents important elements of data analysis and provided me with an avenue to investigate
further and to combine data based on what was not said during the interviews.
3.5 Ethical Review Procedures
Creating a strong ethical review procedure is something that I did in order to ensure
participant safety and consideration. These ethical review procedures took place by evaluating
and ensuring a number of elements such as confidentiality and consent, the right to withdraw,
risks of participation, member checks and data storage.
Firstly, participants were asked to sign a letter of consent (Appendix A) that highlighted
their ensured confidentiality, their right to withdraw from the study and provided them with an
overview of the study itself. By signing this letter of consent, participants also agreed to be
interviewed and audio-recorded for the purpose of this study. Moreover, in order to ensure
absolute confidentiality, all participants were given a pseudonym that will be used to discuss
their contribution to the study at all times. Naturally, there will no identifying markers related to
the participants nor their schools or students. I reinforced to each member that par ticipation is
entirely voluntary and that they have the right to withdraw from the study at any point.
There are no known risks of participation in this study however; any unforeseen risks that
may arise will be dealt with in a professional manner by assuring participants of their
confidentiality and reiterating their right to withdraw. In order to minimize any risks, interview
questions were be sent ahead of time to each participant in order to allow for review before
proceeding with the data collection process.
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Following the transcription of the recorded interviews, each participant was sent a copy
of the transcribed interview before the data analysis process began. This ensured that each
transcription was an accurate representation of the interview and also gave the participants a
chance to clarify or retract any information.
Lastly, all data related to this study, including audio-recordings of the interviews will be
stored on my password-protected laptop for five years and will then be destroyed.
3.6 Methodological Limitations and Strengths
The way in which I approached this study provided both strengths and limitations in
regards to the overall methodology and design of this project. Given the ethical parameters of the
Masters of Teaching Research Project, it could be suggested that a potential limitation of this
study is the lack of multiple methods. Silverman (2005) argued that by using multiple methods
to conduct a study, the researcher would obtain a variety of information across many
perspectives. Furthermore, the guidelines of the Masters of Teaching Research Project limited
my ability to conduct interviews and collect data from sources other than consenting adults.
However, having access to students to see and hear their opinions regarding social studies in the
classroom would have potentially exposed a trend or theme that otherwise may not have been
discovered. Having chosen to use a case study phenomenological approach to this research
project, there was potential for this study to have a limited amount of participants; therefore this
small scale sample size may have had an effect on the production of relevant data.
However, single source data may also have been a strength for this study by providing
consistent and strong data (Miles M.B., & Huberman A.M., 1994). Additionally, the way in
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which data was collected, through semi-structured interviews, allowed the data to communicate
an open ended dialogue from the participants, which allowed for further development of various
topics if needed. By over planning and structuring interviews, one could argue that the researcher
would then be limited and controlled. Semi-structured interviews allowed the lived experiences
of each participant to be told and understood in an eloquent and detailed manner (Rubin, H.J., &
Rubin, I.S., 2012)
3.7 Conclusion
This chapter focused on the methodology that was used to conduct a study that is
grounded in getting a better understanding of using historical fiction within the classroom. By
outlining my research procedures and design, this chapter aimed to provide an overview of what
this study examined and how that will relate to the initial research question. By using a review of
previous literature, semi-structured interviews and a detailed process for data analysis, this
qualitative research study aims to create an avenue to better understand the way in which social
studies is taught and learnt in a classroom setting. In order to successfully do this, I recruited
participants that fit specific outlined criteria who were found by utilizing my community of
teacher colleagues and educational professionals to locate volunteer participants for this study. I
took into account key ethical considerations and methodological limitations and strengths in
order to further my study both academically and professionally. The chapter that follows outlines
my detailed analysis and discussion.
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Chapter 4: Research Findings
4.0 Introduction
This research project has aimed to understand and contextualize the use of historical
fiction in elementary school social studies. Thus far, this research study has provided background
information on the establishment of the research questions, framed through the background of
myself as a researcher and educator. This study has also reviewed relatable articles and readings
in order to establish validity of the study. In chapter 3, my research methodology was established
and following that, data was collected from multiple sources including formal interviews. This
chapter will now highlight pertinent themes discovered throughout the duration of this research
project. By combining information from the data collection this chapter will break down each of
the themes and connect them to the current historical fiction pedagogy as highlighted in chapter
2, the review of the literature.
This chapter reports and discusses a variety of themes including the notion of generating
student interest in social studies through a variety of instruction strategies including emotional
engagement. I also highlight the ways in which the interviews and literature connect to the notion
that technology can be used to spark student interest as a relatable means of teaching in the 21st
century. I will also discuss how the data reflects the importance of developing critical thinking
skills at an early age and how that skill can enable students to think about the connections
between past and present in a social studies context. Finally, I will report on the connection
between social studies and language arts and how as teachers, we must be mindful of the ways in
which we approach the use of historical fiction in a fact based setting.
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4.1 Generating Student Interest through a Variety of Instructional Strategies
Thomas (2011) argues that effective teaching and learning for both students and teachers
often requires dynamic and hands on, project and inquiry based activities. A greater variety of
activities will result in greater student commitment to the learning and retention of subject
information.
Some teachers would express that maintaining student interest is often a challenge in any
given classroom setting. A developing pattern had emerged throughout the data analysis process
with regards to the issue of maintaining student engagement throughout the years. One
participant, who’s pseudonym is Julie, explained this phenomenon while answering a question
about her overall social studies teaching experience, she said:
My experience has changed because the students have changed. And what they know and
their knowledge and what their interests are have changed… In terms of the interests, I
need to do more hands on learning because they’re just not going to take in information
unless they are interested in it…
As discussed by Flaim and Chiado (1994), student engagement in any subject can be
done by creating a sense of familiarity within the topic. They explain that this can be done
through the use of a variety of materials such as picture books, videos, dramatizations and more.
Just as highlighted by Julie, maintaining student commitment has been the more challenging but
also the most dynamic part of her teaching career.
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4.1.1 Teachers Recognition of the need for Emotional Pedagogy
Waters (1999) mentioned in his article that by creating a diverse learning community
through the use of novels in particular, students can then emotionally connect and engage with
the characters in the book. Interview data from this project emulates a similar experience of how
creating emotional engagement bridges the gap between traditional fact based learning. John, a
pseudonym for one of the other participants in this study, spoke about his experience teaching
social studies at the high school level. He said “it’s mostly about teaching the facts and dates
rather than narratives and stories. It gets a little dull for me so I can only imagine the struggle the
kids go through”.
This is also further highlighted by Waters who discusses that strategically implementing
relatable content into social studies actually facilitates the learning of abstract concepts. This was
also mentioned by John in his discussion about what works best when trying to engage students
and make them active learners. He explained that he “tries to get them emotionally engaged in
the material so they can relate the information to a real world context”.
The emphasis here is on the importance of not only making material exciting and inviting
for students but also relevant and applicable.
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4.2 Technology in the Classroom as a Catalyst for 21st
Century Learning
Technology provides an opportunity for students to become leaders within the classroom
because they are held accountable for their own learning, furthermore, with the use of
technology, students are encouraged to be creative and forward thinking (Flaim and Chiodo,
1994).
The use of technology in today’s classroom has become increasingly popular for a variety
of reasons, particularly because of accessibility and the shift in classrooms towards more online
mediums to teach such as videos, power point presentations and more. One of the participants of
this study, with the pseudonym name of Jolene, even uses technology to help define her idea of
what historical fiction is by explaining that “it’s either a book, short story, graphic novel or more
obviously, a movie or TV series”.
Jolene also discusses her use of technology in the classroom when asked about some of
the tools she uses to teach social studies. She explains “I use a lot of technology, interactive and
sometimes not, sometimes just little videos.” She goes on to discuss how she wished that during
her teacher training, there was more focus on including technology, instead, she had to depend
on a colleague for help. She said:
She showed me how to set up the LED projector and then she gave me a list of interactive
websites. I’d be lost without those. Before I asked for help, my teaching was limited to
the use of over-head projectors, which I only used for note taking purposes.
Jolene’s experience with technology is not dissimilar to the experience of many
beginning teachers who are trying to find the best mediums to reach their students. Thomas
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(2011) mentions that by seeking out the advice or guidance of a more experienced classroom
educator, new teachers a creating an open dialogue for teachers to share and cooperate in a
variety of ways, which, as he highlights, is typically how historical fiction resources are shared.
4.2.1 Historical fiction and Technology: Using Media to Bridge Learning Gaps
As we can see from Jolene’s perspective, using technology to teach social studies has
proven to be a challenging yet useful asset into her classroom. Another participant, John,
mentioned in a response about classroom resources that he “hasn’t used fictional narratives yet. I
never really considered it, because I am more of like a media guy so I like using that in my
lessons”. Ease of access to a virtual world of resources has allowed technology to become a
staple of modern teaching.
This interesting dynamic raises some questions about the legitimacy of historical fiction
to also include movies, television shows and other video clips. Pantaleo (2002) briefly discusses
the growth of children’s historical fiction but goes on to elaborate the continued dominance of
middle and high school leveled novels and or movies that are not always suitable for younger,
less experienced audiences such as the K-6 age range.
Although the literature suggests that historical fiction should be integrated into the
classroom, few authors explicitly describe what historical fiction actually looks like to the
everyday teacher. As such, both John and Jolene highlight the subjectivity of this topic and how
each educator is within their own parameters to make meaning of the term in whichever way
they feel best reflects their own teaching philosophies.
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4.3 Developing Critical Thinking Skills in Elementary Schools
The current Ontario social studies curriculum focuses on developmental concepts around
promoting critical thinking skills in our classrooms. Developing critical thought suggests that
students will have the ability to ask questions about a variety of topics in order to further their
understanding as well as to contextualize the subject matter. Promoting critical thinking is also
giving students the means to ask questions. Julie, a participant in this study, highlights how she
found that by reading books about the holocaust, she is always surprised by the amount of
questions that her students have about it. She says:
I always feel like we learn from history, especially the history that is not positive, we
need to have a better understanding that history can and does repeat itself. Like every
time we do the holocaust the class are always like “but why are people doing this to each
other?” or “Why is this even happening?
Formulating these questions, according to Rysick and Rosler (2009) is the way in which
students are learning from the experiences of others while also aiming to make meaning of
abstract concepts that are often foreign to them.
4.3.1 Connections between Past and Present: Asking Questions to Deepen
Knowledge and Understanding
In my interview with John, an interesting conversation arose around prepping students in
elementary school with critical thinking skills so that when they enter high school, they are able
to be knowledgeable and active citizens. He talked about how in his high school history class he
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“likes to give them all the information he can about a single topic from a variety of sources and
perspectives so that they can see it all as a whole and take from it what they want”. Julie also
referenced this idea of creating informed citizens through her use of a historical fiction novel
titled Daniel’s Story by Carol Matas. Julie admits:
My main one is Daniel’s Story because it involves a character that the kids can relate to.
It gives them something to grasp other than the facts, so that means there is relevance.
They’re hearing the story as though it happened to this one person and they are
identifying with it in that way. It gives them that connection that they need because
people don’t always take the time to think about how something affects them. This novel
opens that door to questions, feelings and thoughts that they might not get otherwise.
This idea of choice in learning is something that Sandmann (2004) highlights in his
discussions about how students make meaning from the information we give them. He explains
that through proper instruction around critical thought and historical fiction in novels, students
can easily make connections between the characters in the story to their own personal lives. This
ability, further highlighted by Youngs (2012) is something that can be applied in a multitude of
subject areas as well as in personal relationships as it builds on student’s capacity to empathize
with one another.
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4.4 Cross-Curricular Elements of Social Studies
Historical fiction provides a creative avenue for teachers as it allows teachers to offer
context as well as fact-based understanding for learners using non-traditional avenues. For
students, historical fictions should aim to generate relatability to characters in the story.
Generating cross-curricular lesson plans is a common medium for educators as it allows single
lessons or units to cover a multitude of subjects. Jolene posited in her interview that “you can
find history in like in language arts, math, science, art and music. If you can find history there,
you can find fiction there too”. The concept of integrating social studies into other subjects was
also acknowledged by Julie as she reiterated this concept by stating “I’m going to use the
holocaust as a language arts topic but also branch it into ethics and art. It’s such an open ended
avenue that I can get really creative with it”. By using literature to teach social studies, Gibson
and Tranter (1998) argue that in giving students the tools necessary to simultaneously learn two
subjects at once, teachers are in fact covering more material in a more applicable and real life
way than traditional single subject teachings.
4.4.1 Unpacking Historical Fiction Concepts within Traditional Fiction
John, a participant who teaches at the high school level discussed the importance of
setting the stage for students at a young age to be able to understand the fundamental difference
between fiction and history. He explains that “students who can’t separate themselves from the
fiction when they get older are faced with some problems because they’ve learnt everything
through a fictional lens”.
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In order to be effective in our teachings of historical fiction, Jolene describes how
teaching historical fiction asks that you “focus more on the history and being critical part.
Sometimes with traditional books and fiction, you can just sit back and enjoy the story but with
history, you need to dissect it a bit more”
This idea of dissecting a historical fiction book is highlighted by Tarc (2011) who
explains that for students to really grasp the bigger picture within historical fiction, we need to
give them to tools to do that before we even start the book. In fact, Tarc suggests teaching history
through a fact-based approach first and then only integrating historical fiction once the
knowledge base is present. This strategy was also discussed by one of the participants, Julie. She
explained her notion of the difference between traditional fiction and historical fiction by saying
“In the teaching of historical fiction, in doing that, there is an element of teaching the
actual history that you have to have before you introduce the novel. In historical fiction
you have to have a discussion about the actual events otherwise you will lose the element
of context. For my holocaust unit, there is almost more pre-work with it before I can even
jump into the novel I use. Pre-amble is important.”
As mentioned by Julie, aiming to create a cross-curricular lesson or unit require ample
amounts of pre-planning. Dunn (2000) also emphasises on an educator’s ability to objectively
look at two subjects and see how then can benefit but also potentially hinder the instruction or
learning of the material. Awareness of the pros and cons of using cross-curricular teaching is
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hinted in the above quote by Julie. Her explanation about providing facts before fiction is crucial
in the development of greater understanding and context within the subject.
4.5 Conclusion
This chapter discussed key findings in the data that were collected in connection to the
notion of using historical fiction as an instructional tool in the social studies. These findings
highlighted the importance of using appropriate instructional strategies outside to engage and
motivate students on an emotional level, how the use of technology and its classroom
implications as highlighted by current research can provide students with opportunities to
develop their critical thinking skills and lastly the discussion of using a multi-subject teaching
method can be seen as beneficial for both students and teachers.
Generating student interest through a assortment of teaching techniques has been
discussed in the literature as a means to maintain student engagement. Some suggestions,
provided by Nawrot (1996) highlight using audio and visual material as a means to engage
students. Furthermore, Waters (1999) also suggests that by creating relatable material, students
will become intrinsically motivated to continue learning. These articles emulate s imilar
discussions around what each participant spoke to as well. Although challenging, each
participant recognized the importance of maintaining classroom attentiveness and engagement.
The second prominent theme to emerge in this study was the incorporation of technology
into the classroom to aid in the teaching of social studies. Many of the participants discussed the
vital role technology has played in there teachings be it through short videos, audio clips,
websites, photos and more. This 21st century classroom enhancement was mentioned briefly in
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an article by Flaim and Chiodo (1994) who recognized the changing dynamic of classrooms in
the early 1990s. However, most research that theorizes on the use of historical fiction does so by
placing value on the use of short stories or novels at the elementary school level.
The notion of developing critical thinking skills in elementary school settings developed
in a number of prominent research around historical fiction. More so in an article by Bilof (1996)
who discussed the importance of being critical of historical fiction books by giving students the
tools separate fact from fiction. Each of the participants in this study were also aware of how
reading fictional texts can motivate students to ask questions about things that might not have
come up in an otherwise traditional classroom setting.
A final emergent theme developed out of the idea of creating cross-curricular lessons and
units in social studies. One participant in particular, Julie, was talking about how she would use a
unit on the Holocaust to bridge over into art as well as ethics. She elaborated on her freedom
with a cross-curricular pedagogy to get creative with her lessons. Gibson and Tranter (1998)
support Julies theory by elaborating that by teaching multiple subjects at once, educators are
giving students the tools they need to be objective and understanding of their surroundings.
Historical fiction is not without its limitations, as mentioned by Tarc (2011) who cautioned
teachers from relying too heavily on fiction based stories to lead what is essentially a fact based
subject.
The following chapter will discuss the implications of each of these finding and how they
relate to the overall idea of using historical fiction to aid in the teaching of social studies. I will
discuss how these findings relate to the community of education as well as how these findings
are related to my own growth and development as a teacher and a researcher. The subsequent
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chapter will also provide recommendations for fellow teachers, researchers and curriculum
developers and will also discuss any potential areas for further development and future research.
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Chapter 5: Implications
5.0 Introduction
Thus far, this research study has discussed the concept of integrating historical fiction novels
in an elementary school setting as a means to revamp the traditional teaching of social studies.
Each chapter has focused on highlighting different elements of this project including a detailed
review of the literature, a methodological framework and data collection and analysis. This final
chapter will focus on the implications of the significant findings emphasized in chapter four. The
following themes were discussed in chapter four and will be further developed in this chapter:
1. Generating student interested through a variety of instructional strategies
2. Using technology as a catalyst for 21st century learning
3. The importance and significance of developing critical thinking skills in
elementary schools
4. Highlighting the implications of a cross curricular pedagogy in social studies
More specifically, I will focus on how these findings implicate the educational community as
a whole as well as the implications of these findings for me as a teacher and a researcher. In this
chapter I will also provide recommendations, based on what I have learned throughout the
duration of this project, to current teachers, school boards and pre service teachers in their
teacher education programs. Additionally, I will highlight certain areas that cause for further
research and where educational researcher scholars should focus their attention and why. Lastly,
this chapter will conclude will a summary of what I discovered during this research project and
the significance of these findings for members of the educational community.
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5.1 Overview of Key Findings
Chapter four was dedicated to the presentation of the research findings that were discovered
during the data analysis portion of this project. During this phase of data analysis, four
significant research findings were discovered.
The first important theme spoke to the idea of generating student interest through a variety of
instructional strategies. This theme incorporated teacher’s recognition of the need for emotional
pedagogy embedded within their classroom. The data and literature highlights that this emotional
engagement with the material is most often achieved when students can personal relate to a topic
or subject (Nawrot, 1996). In most cases, according to Sandmann (2004), this is typically
achieved when students find and interrogate commonalities with characters in a novel.
The second emergent theme was that of using technology in the classroom as a catalyst
for 21st century learning. Each participant in this study recognized the use movies and media as
a means of merging social studies and technology. As discussed by Swan, Hofer and Locascio
(2007), using non-traditional methods of instruction in the social studies allowed students to
contextualize the material, therefore bridging any potential learning gaps through culturally
relevant and relatable pedagogy. Participants also spoke to the ways in which most students seem
more adept with technology, subsequently allowing teachers to be more creative with their
lessons.
A third critical theme that was discovered was the concept that teachers should be aiming
to develop critical thinking skills in elementary schools. By making important connections
between past and present, students are forming important socioemotional skills such as empathy
and problem solving (Tarc, 2011). As discussed in chapter four, the ability to think critically is
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developed through the need to ask questions, something that social studies instruction using
historical fiction roots itself in.
A final emergent theme looked at the importance of creating a cross-curricular pedagogy
in the social studies. Thomas (2011) argued that history is often a subject that is under-valued in
classrooms by both teachers and students. Participants in this study also discussed their
experiences in using a cross-curricular approach to social studies and language arts as being a
time effective, interactive and an engaging way to cover a multitude of topics.
5.2 Implications
This section will discuss both the broad and narrow implications of this research project.
The broad implications will focus on how these findings connect to the educational community
as a whole while the narrow implications will examine how these findings relate to me as a
teacher as well as a researcher.
5.2.1 Broad Implications
According to the literature and data, it seems that there is reason enough to seek change
in the way that educators approach teaching social studies. The notion of teaching solely from
the use of a textbook is, as discussed in the research, an outdated method of social studies
instruction. This implication highlights how the educational community is continually evolving
and learning about more about effective ways to teach and engage students. This research
highlights the pedagogy behind the correlation of student success and elementary school social
studies.
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5.2.2 Narrow Implications
This project has had a multitude of effects on me as a teacher. Throughout the duration of
this study, I have felt affirmation in my educational philosophy of believing that in order to be an
effective teacher; we must always be willing to try new methods that cater to the needs of each
student.
This project has also confirmed my beliefs in inquiry based learning approaches. Creating
an environment where students feel empowered at school and are able to take control of their
own learning has been a continuous element of my discussion and analysis of this project.
Reading the literature and talking to each of the participants has solidified that notion for me, and
as such, I will bring part of that inquiry-based philosophy into my own classroom. Combined
with this, is the belief that as educators, we have a role to play in social justice pedagogy. My
research is aimed at altering the traditional methods in which we approach social studies, which,
according to Flaim and Chiodo (1994), is often Eurocentric. Going forward, this project has
prompted me to ask more questions with regards to curriculum, as well as to be more mindful
and strategic in my choice of novels, lesson plan activities and discussion questions.
5.3 Recommendations
In this section, I will discuss and provide recommendations based on what I have learned,
to a variety of individuals and organizations within the educational community. These
recommendations are based on the research findings, literature review and learned practices that
I have experienced throughout the duration of this project. The recommendations I have
highlighted are:
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For current teachers to integrate a cross-curricular instructional approach to social
studies
For school boards to create initiatives that are catered toward the development of
resources at the elementary school level
According to research by Dunn (2000), teachers who are looking to expand their lessons
and try new and innovative ways to incorporate things such as inquiry based lesson plans, are
often hesitant to do so due to a lack of support as well as knowledge of resources. In the case of
using historical fiction to teach elementary school social studies, it would be my
recommendation to current teachers to reach out to one another to share resources and to
brainstorm ideas. Dunn also explains that the use of collaboration amongst teachers in the
elementary school system creates a better learning environment for the students and also creates
a sense of community amongst the staff. I would further suggest to teachers who still feel
uncomfortable with trying new methods of teaching, to participate in professional development
workshops. These workshops, often led by fellow teachers, can be a great way to learn new
strategies as well as to network within a larger group of educators.
During the course of this study, particularly with regards to the literature review of
chapter two, I have remarked on the apparent a lack of available texts, books, novels and other
forms of historical fiction specific for an elementary school population. Based on this insight
gleaned from both the literature and from the data collected from participants, it would be my
recommendation for institutions such as school boards to aim to recognize the lack of social
studies resources readily available for elementary school teachers. I would recommend that
school boards develop initiatives for teachers in the form of workshops, conferences, sponsored
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programming and more in order to support the growth and development of these appropriate
resources. Furthermore, the literature has also suggested a lack of historical fiction from a
Canadian context, which can be problematic for Canadian teachers looking to bring historical
fiction into the classroom.
5.4 Areas for Further Research
Over the course of this research project, I have examined past literature that speaks to the
shifts in education from teacher directed learning to student centered learning. I have also
interviewed and analyzed data from current teachers who can speak to the benefits and
challenges of using historical fiction in their classrooms. In this section, I will look at the areas in
which future educational scholars should focus their attention and why.
The first question I came across over the course of this study was; why is there so little
awareness of historical fiction at the elementary school level? Upon embarking on this study, the
search for participants was daunting at first because there seemed to be a very small pool of
educators who were familiar with the term historical fiction and what that mean to apply it within
the classroom. Future research areas should examine as to why teachers are unaware of what
historical fiction is, and perhaps, what they are doing in their classrooms instead? Each
participant of this study discussed their unwillingness to utilize a textbook based approach to
their lessons meaning that they are implementing other means of teaching.
A second question that kept reoccurring was with regards to where do we, as teachers and
researchers, initiate a change in the way social studies is being taught? Fuhler (1991) suggests
that there is a need to change the way in which educators approach social studies in order to help
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students retain more information. Fuhler uses emotional engagement within novel studies to
increase student engagement and therefore retention of information. However, if we want this
method of teaching to become normalized in everyday classrooms, should this change begin at
the school level via school to school policies, or at the ministry in the form of shift in curriculum
development? It is important to note the need for change as well as the research into where it
must begin in order to be effective.
A final question that arose was that, if we want teachers to incorporate more literature
and novel studies in their social studies classroom, where should this concept be introduced?
Should we incorporate these cross-curricular designs in teacher education? Or should the
emphasis come afterwards, in the first few years of teaching? Should a tactic such as
incorporating literacy and the social studies be continuously implied? Or should professional
development workshops be used to enable teachers with the skills and resources to make these
changed to their social studies lessons and units? Combined together, these questions form the
notion that as researchers, we need to understand where and when to introduce a new teaching
methodology to teachers that would prove to be most effective and have the greatest influence on
bringing change into the classroom.
5.5 Concluding Comments
The connection between literacy instruction and that of the social studies is prevalent and has
been highlighted throughout the durations of this study. Both with research and through data
collection, we know that there is a link between an increase in student engagement and success
and non-traditional teaching methods. The data also shows that the relations between student
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centered learning, inquiry based classrooms and teacher involvement are also factors that
contribute to creating a positive and rich learning environment.
This research has implications on teachers and students alike. The notion of creating cross
curricular lessons allows teachers to better maximize their time in the classroom. Furthermore,
being part of a classroom community that is centered on asking questions, developing inference
skills and critical thinking, can be beneficial for students both personally and academically.
This research speaks to the need to emotionally engage and entice students in the
curriculum but also to the need for creativity and diversity among lessons created by teachers.
This project brings to light the importance of using alternative methods of teaching for the
benefit of both the student and the teacher. Furthermore, this project asks the question, are we
doing everything we can to make learning social studies engaging and fun as well as informative
and fact based? This project seeks to highlight the changing landscape of social studies and
literacy education by looking at the past, present and future steps for elementary school teachers.
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Appendix A: Letter of Consent
Date: ___________________ Dear ___________________, My name is Kelsey Kearns. I am a graduate student at OISE, University of Toronto, and am
currently enrolled as a Master of Teaching candidate. I am studying the use and incorporation of historical fiction within elementary school classrooms for the purposes of a investigating an educational topic as a major assignment for our program. I think that your knowledge and experience will provide insights into this topic. I am writing a report on this study as a requirement of the Master of Teaching Program. My
course instructor who is providing support for the process this year is Ken McNeilly. The purpose of this requirement is to allow us to become familiar with a variety of ways to do research. My data collection consists of a 35 to 40 minute interview that will be audio-recorded. I would be grateful if you would allow me to interview you at a place and time convenient to you. I can conduct the interview at your office or workplace, in a public place, or anywhere else that you might prefer.
The contents of this interview will be used for my assignment, which will include a final paper, as well as informal presentations to my classmates and/or potentially at a conference or publication. I will not use your name or anything else that might identify you in my written work, oral presentations, or publications. This information remains confidential. The only people who will have access to my assignment work will be my research supervisor and my course
instructor. You are free to change your mind at any time, and to withdraw even after you have consented to participate. You may decline to answer any specific questions. I will destroy the tape recording after the paper has been presented and/or published which may take up to five years after the data has been collected. There are no known risks or benefits to you for assisting in the project, and I will share with you a copy of my notes to ensure accuracy.
Please sign the attached form, if you agree to be interviewed. The second copy is for your records. Thank you very much for your help. Yours sincerely, Kelsey Kearns
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Phone number (514)713-3962 Email: [email protected]
Instructor’s Name: Ken McNeilly Email: [email protected]
Consent Form
I acknowledge that the topic of this interview has been explained to me and that any questions that I have asked have been answered to my satisfaction. I understand that I can withdraw at any time without penalty.
I have read the letter provided to me by Kelsey Kearns and agree to participate in an interview for the purposes described. Signature: ________________________________________
Name (printed): ___________________________________
Date: ______________________
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Appendix B: Interview Questions
Thank you for participating in this interview. The aim of this research is to learn about the use of
historical fiction in elementary school classrooms. The interview should take approximately 35-40 minutes. I will ask you a series of 18 questions focused on your own experiences inside and outside the classroom. I want to remind you of your right to choose not to answer any question. Do you have any questions before we begin?
1. How long have you been teaching?
2. In what contexts have you taught? 3. Describe your overall experience teaching social studies since the beginning of your
teaching career. 4. Would you say your experience in teaching social studies has it been mostly positive? 5. What are some of the things you have done to change or improve your general teaching
methods over the years?
6. What do you think works best when trying to engage students and make them active learners in your class?
7. In your experience what role does history/social studies play for children in elementary school?
8. Do you think that there is more than one way to approach teaching social studies? 9. How would you define historical fiction?
10. Do you think historical fiction enhance students’ personal connections to the subject matter?
11. What cross-curricular connections, if any, do you think historical fiction might generate? 12. How do you think the instruction of historical fiction differs from that of traditional
fiction? 13. What is the instructional approach most commonly used by you to teach the current
social studies curriculum in elementary schools? 14. Do you use a social studies textbook in your classroom? How often and in what ways do
you utilize this tool? If not, why would you say you do not use it? 15. Do you use any alternative tools to teach social studies? What are they? How did you
come across them? 16. Have you encountered any barriers or restrictions in the teaching of social studies?
17. What are some strategies you would use to prepare or train future teachers on how to engage students in the learning of social studies? Do you think that your own teacher training was helpful to you in this sense?
18. Lastly, are there any questions you would like to ask me?